Volume 6- Issue 3

Pages: 0-0

Pages: 1-13

Aiming at examining the relationships between school kindness and school attachment among primary school students, this study was carried out on a total of 159 (46.5% females and 53.5% males) Turkish primary school students. With this purpose, first, the School Kindness Scale was translated into the Turkish language and examined in terms of its validity and reliability. The 5-item and uni-dimensional structure of the scale was confirmed through factor analysis. Internal, split-half, and test–retest reliability of the scale was found satisfactory. Pearson product moments correlation analysis revealed that there is a significant relationship between school kindness and school attachment. Gender and grade level effects on both school attachment and school kindness were examined through independent samples t-test, and the only significant difference found was the significant difference for gender groups, in favor of females, for the attachment to teacher scores. Findings were discussed in relation to school guidance and counseling services.

Pages: 14-33

When it is taken into consideration that situations and emotions to which individuals give importance lead them to actions, it can be said that varying personality patterns can be effective upon goals. According to researchers, life goals have been associated with different variables, a lot of factors such as age, gender relationship quality, personality traits, marital status, carrier related factors and occupation. At this study, it has been aimed to investigate the relations between the life goals and personality traits of teachers and it has been questioned whether their life goals differentiate according to a set of variables. Life Goals Scale (LGS) and Quick Big Five Personality Test (QBFPT) were used as measures. When relations between personality traits and life goals of teachers were examined, statistically significant positive correlations were obtained. According to two-way ANOVA tests, it has been concluded that variables like gender and marital status together caused a significant effect on inner goals of teachers, F (1, 186) = 5.04, p = .026, η2 = .026. In terms of scores of extrinsic goals, perception of income and dissatisfaction of occupation variables composed a significant interaction effect as well and these two variables together composed a higher effect F (3, 181) = 3.053, p = .030, η2 = .048.